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King Edward VI Handsworth School,
Rose Hill Road, Birmingham B21 9AR
T: 0121 554 2342
E: office@kingedwardvi.bham.sch.uk
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The Mathematics Department is a forward thinking and innovative department committed to raising standards in teaching and learning. All colleagues are hardworking, share an enthusiasm for the subject and inspire each other with new ideas and initiatives.
Aims: To enable students to discover the joy and beauty of Mathematics and to be confident in applying Mathematics in the real world.
The Department aims to enhance the teaching and learning of Mathematics and to inspire and develop mathematical curiosity in students. It is believed that to actively involve the students in their learning will help to foster independence of thought and informed planning. Each teacher endeavours to provide a variety of experiences and activities which encourage creativity, enthusiasm and an excitement for Mathematics.
Year 7
Key Learning Constructs to be developed over the academic year  Scheme of Learning
Autumn Term 
Scheme of Learning
Spring Term 
Scheme of Learning
Summer Term 
Learning intentions:
All pupils will become increasingly fluent in the fundamentals of mathematics through varied and frequent practice of the key learning constructs, with progressively complex problems over time. Pupils should have the ability to recall and apply knowledge from previous topics and make meaningful connections between different mathematical concepts. Please refer to learning journeys to see progression over the year. 

Number – to become fluent in a range of numerical methods.
Algebra – to become fluent in a range of algebra techniques. Geometry – To become fluent in their knowledge of a range of shape and space topics. Probability and Statistics – To become fluent in data and probability. Can solve problems by applying their mathematics to a variety of routine and nonroutine problems, including breaking down problems into a series of simpler steps. 
Part 1
1. Decimals, powers and BIDMAS 2. Drawing and Calculating Angles 3. Intro to Probability 4. Fractions 5. Introduction to Algebra
Part 2 1. Pie Charts 2. Area and perimeter 3. Directed Numbers 4. Expanding Brackets 5. Substitution 6. Coordiantes 7. Translation 
Part 3
1. Rounding 2. Averages 3. Prime and HCF/LCM 4. Straight Line Graphs 5. Symmetry and rotation 6. Quadrilaterals properties 7. Solving Equations
Part 4 1. Data handling 2. FDP 3. Reflection 4. Travel Graphs & Speed calulation 5. Sequences 6. Constructions 
Part 5
1. Probability and Sample Spaces 2. Area and Perimeter of Circles 3. Solve Harder Equations 4. Area of Other Shapes 5. Ratio 6. Surface area and volume

Projects
History of Maths Project Ice Cream Project Assessment Pieces Part 1 Test Part 2 Test 
Projects
Data Collection Project Islamic Art Project Assessment Pieces Part 3 Test 
Projects
Pair product project
Assessment Pieces Part 4 Test + Recall 

Outside the taught curriculum  Dr Frost Maths website, Maths Support, UKMT Maths Challenge and Puzzles club  
Suggested reading  Blockhead: The Life of Fibonacci (Age 7+), Infinity and Me (Age 7+), On a Beam of Light: A Story of Albert Einstein (Age 7+) 
Year 8
Key Learning Constructs to be developed over the academic year  Scheme of Learning
Autumn Term 
Scheme of Learning
Spring Term 
Scheme of Learning
Summer Term 
Learning intentions:
All pupils will become increasingly fluent in the fundamentals of mathematics through varied and frequent practice of the key learning constructs, with progressively complex problems over time. Pupils should have the ability to recall and apply knowledge from previous topics and make meaningful connections between different mathematical concepts. Please refer to learning journeys to see progression over the year. 

Number – to become fluent in a range of numerical methods.
Algebra – to become fluent in a range of algebra techniques. Geometry – To become fluent in their knowledge of a range of shape and space topics. Probability and Statistics – To become fluent in data and probability. Can solve problems by applying their mathematics to a variety of routine and nonroutine problems, including breaking down problems into a series of simpler steps. 
Part 1
1. Scale Drawings and Bearings 2. Negative numbers and substitution 3. Sequences 4. Brackets and solving equations 5. Decimals and Fractions 6. Pythagoras 7. Drawing Views Part 2 1. Volume 2. Perfume project 3. Trial and Improvement 4. Transformations 5. Enlargement 6. Stem and leaf 7. Scatter graphs

Part 3
1. Plotting Quadratic graphs 2. Percentages 3. FOIL & Solving 4. Factorising 5. Frequency Tables & polygons 6. Basic congruency 7. Angles in a polygon
Part 4 1. y=mx+c 2. Solving and Graphing Inequalities 3. Compound measures 4. Probability of Two Events 5. Rounding to Significant Figures and estimating 6. Error Bounds 
Part 5
1. Simultaneous Equations 2. Standard Form 3. . Area/Perimeter of shapes involving Circles 
Projects
Perfume Project Board game project
Assessment Pieces Part 1 Test Part 2 Test

Projects
Egyptian fractions project Assessment Pieces Part 3 Test 
Projects
Pins project
Assessment Pieces Part 4 Test


Outside the taught curriculum  Dr Frost Maths website, Maths Support, UKMT Maths challenge and Puzzles club  
Suggested reading  Aha! Insight & aha! Gotcha by Martin Gardner (Age 11+)
Entertaining Mathematical Puzzles by Martin Gardner (Age 11+) My Best Mathematical and Logic Puzzles by Martin Gardner (Age 11+) 
Year 9
Key Learning Constructs to be developed over the academic year  Scheme of Learning
Autumn Term 
Scheme of Learning
Spring Term 
Scheme of Learning
Summer Term 
Learning intentions:
All pupils will become increasingly fluent in the fundamentals of mathematics through varied and frequent practice of the key learning constructs, with progressively complex problems over time. Pupils should have the ability to recall and apply knowledge from previous topics and make meaningful connections between different mathematical concepts. Please refer to learning journeys to see progression over the year. 

Number – to become fluent in a range of numerical methods.
Algebra – to become fluent in a range of algebra techniques. Geometry – To become fluent in their knowledge of a range of shape and space topics. Probability and Statistics – To become fluent in data and probability. Can solve problems by applying their mathematics to a variety of routine and nonroutine problems, including breaking down problems into a series of simpler steps. 
Part 1
1: Working with number 2: Algebra 3: Indices 4: Statistical diagrams 5. Use of symbols Part 2 1: Ratio and proportion 2: Straight lines 3. Sequences 4. Statistical Calculations 5. Pythagoras

Part 3
1. Substitution 2. Rearranging 3. Function notation 4. Measures 5. Construction and loci 6. Trigonometry 
Part 4
1. Representing and interpreting data 2. Planning and collecting 3. Indices and surds 4. Exact trig values 5. Revision for Year 9 Tests 6. Angels and properties of shapes 7. Fractions, decimals and percentages 8. End of Year Activites 
Projects
Rocky Horror Show Bad Tomatoes
Assessment Pieces Part 1 Test Part 2 Test

Projects
Tubes Investigation
Assessment Pieces Part 3 Test 
Projects
Counting squares Assessment Pieces Year 9 Maths exams 2 papers: 1 Calculator 1 noncalculator


Outside the taught curriculum  Dr Frost Maths website, Maths Support, UKMT Maths challenge and Puzzles club  
Suggested reading 
Mathematics, Magic and Mystery by Martin Gardner (Age 12+)The Math Book by Clifford A Pickover (Age 12+)Why do Buses Come in Threes? by Rob Eastaway and Jeremy Wyndham (Age 13+) 
Year 10
OCR GCSE 9 – 1
Specification J560 https://www.ocr.org.uk/Images/168982specificationgcsemathematicsj560.pdf 
Scheme of Learning
Autumn Term 
Scheme of Learning
Spring Term 
Scheme of Learning
Summer Term 
Learning Intentions:
All pupils will develop: a sound understanding of all concepts; fluency in procedural skill; competency to apply mathematical skills in a range of contexts and confidence in mathematical problem solving. Pupils should also have the ability to recall and apply knowledge from previous topics and make meaningful connections. Please refer to learning journeys to see progression over the year. 

A01
Use and apply standard techniques (40%) A02 Reason, interpret and communicate mathematics (30%) A03 Solve problems within mathematics and in other contexts (30%) 
Part 1
1. Straight line Graphs 2. Set Theory 3. Transformations 4. Inequalities 5. Similarity 6. Congruency
Part 2 1. Simultaneous Equations 2. Vectors 3. Circle Theorems

4. Sampling
5. Scatter diagrams and time Series
Part 3 1. Algebraic Manipulation 2. Perimeter, area, volume and 2D representation 3. Trial and Improvement 4. Probability 5. Factorising 
End of Year Exam Revision
Review and Recap
Part 4 1. Measures 2. Standard form and using a calculator 3. Percentage Change 4. Similarity 5. Graphs 
Project
Maximum Box Project
Assessment Pieces Part 1 Test

Project
Octagonal Loop Project
Assessment Pieces Part 2 Test 
Project
Diversity in Maths Assessment Pieces End of year Exams X2 Based on all work from year 9/10 

Outside the taught curriculum 
Dr Frost Maths website, Maths Support, UKMT Maths Challenge and Puzzles club  
Suggested reading

The Monty Hall Problem: Beyond Closed Doors by Rob Deaves (Age 14+)The Liar Paradox and the Towers of Hanoi: 10 Greatest Math Puzzles of All Time by Marcel Danesi (Age 14+) The Number Mysteries by Marcus du Sautoy (Age 14+) 
Year 11
OCR GCSE 9 – 1
Specification J560 https://www.ocr.org.uk/Images/168982specificationgcsemathematicsj560.pdf 
Scheme of Learning
Autumn Term 
Scheme of Learning
Spring Term 
Scheme of Learning
Summer Term 
Learning Intentions:
All pupils will develop: a sound understanding of all concepts; fluency in procedural skill; competency to apply mathematical skills in a range of contexts and confidence in mathematical problem solving. Pupils should also have the ability to recall and apply knowledge from previous topics and make meaningful connections. Please refer to learning journeys to see progression over the year. 

A01
Use and apply standard techniques (40%) A02 Reason, interpret and communicate mathematics (30%) A03 Solve problems within mathematics and in other contexts (30%) 
Part 1
1. Recap y10 part 4 – Percentages – Similarity – Graphs 2. Solving Quadratic Equations Part 2 1. Further Trigonometry 2. Algebraic fractions 3. Threedimensional geometry 4. Proof 
Part 3
1. Trig graphs and Transforamtion 2. Equations of motion 3. Further Graphs 4. Simultaneous equations 5. Proportion and variance 6. Further Area and Volume 7. Further Probability 
Recap and Revision
Past Paper Practice

Assessment Pieces
Part 1 Test Mock Exams Non Cal Paper and Calculator Paper– based on a selection of 9/10/11 work 
Project
Book Club or Dice Game
Assessment Pieces Mock Paper 3 
Assessment Pieces
GCSE Exams 

Outside the taught curriculum  Dr Frost Maths website, Maths Support, UKMT Maths Challenge and Puzzles club  
Suggested reading

The Music of the Primes by Marcus Du Sautoy (Age 14+)Journey Through Genius: The Great Theorems of Mathematics by William Dunham (Age 14+)The Mathematical Universe: Alphabetical Journey Through the Great Proofs, Problems & Personalities by William Dunham (Age 14+) 
Year 12
AQA
Specification 7357

Scheme of Learning
Autumn Term 
Scheme of Learning
Spring Term 
Scheme of Learning
Summer Term 
Learning Intentions:
All pupils will develop: a sound understanding of all concepts; fluency in procedural skill; competency to apply mathematical skills in a range of contexts and confidence in mathematical problem solving. Pupils should also have the ability to recall and apply knowledge from previous theory, see the links between the different areas of mathematics and apply their skills across all areas. 

A01
Use and apply standard techniques (50%) A02 Reason, interpret and communicate mathematics (25%) A03 Solve problems within mathematics and in other contexts (25%) 
Part 1 – Pure 1
1. Problem Solving 2. Surds and Indices 3. Quadratic Equations 4. Polynomials 5. Using Graphs Part 2 – Pure 2 1. Coordinate Geometry 2. Logs 3. Exponential Models 4. Binomial Expansion 
Part 3 – Statistics
1. Working with Data 2. Probability 4. The Binomial Distribution 5. Hypothesis Testing Part 4 – Pure 4 1. Trigonometric Function 2. Triangle Geometry 3. Differentiation 4. Applications of Differentiation 5. Integration 
Part 5 – Mechanics
1. Vectors 2. Kinematics 3. SUVAT 4. Forces and Newton’s Laws
Revision for End of Year Exams 4. Objects in Contact Review and recap of year 12 Start Year 13 SOL Part 1 – Pure 1. Functions 
Assessment Pieces
Baseline Test Part 1 Test Part 2 Test
Project Investigative Essay Project 
Assessment Pieces
Part 3 Test Part 4 Test 
Assessment Pieces
End of Year 12 Exams 

Key vocabulary  
Outside the taught curriculum 
Dr Frost Maths website, MEI Integral resources – individual login, Maths Support, UKMT Maths Challenge and Puzzles club  
Suggested reading

Gödel, Escher, Bach: An Eternal Golden Braid by Douglas Hofstadter (Age 16+)Towards Higher Mathematics: A Companion by Richard Earl (Age 16+)The Art of the Infinite by Robert and Ellen Kaplan (Age 16+) 
Year 13
AQA
Specification 7357

Scheme of Learning
Autumn Term 
Scheme of Learning
Spring Term 
Scheme of Learning
Summer Term 
Learning Intentions:
All pupils will develop: a sound understanding of all concepts; fluency in procedural skill; competency to apply mathematical skills in a range of contexts and confidence in mathematical problem solving. Pupils should also have the ability to recall and apply knowledge from previous theory, see the links between the different areas of mathematics and apply their skills across all areas. 

A01 Use and apply standard techniques (50%) A02 Reason, interpret and communicate mathematics (25%) A03 Solve problems within mathematics and in other contexts (25%) 
Part 1
1. Functions (done in y12) 2. Further Algebra 3. Differentiation 4. Trigonometry Radians Part 2 1. Further Trigonometry 2. Further Differentiation 3. Further Integration 4. Forces and Motion 
Part 3
1. Further Applications of Calculus 2. Differential Equations 3. Probability 4. Statistical Distributions 5. Hypothesis Testing Part 4 1. Vectors 2. Projectiles 3. Moments and Forces 4. Proof 5. Sequences and Series 6. Numerical Methods 
Part 5
Large data Sets Recap and Revision For Exams 
Assessment Pieces
Part 1 Test Part 2 Test

Assessment Pieces
MOCK – Based on all work from y12 parts 1 – 3 y13 P1 – Pure and Mechanics P2 – Pure and Statistics 
Assessment Pieces
External Examinations P1 – Pure P2 – Pure and Mechanics P3 – Pure and Statistics 

Key vocabulary  
Outside the taught curriculum 
Dr Frost Maths website, MEI Integral resources – individual login, Maths Support, UKMT Maths Challenge and Puzzles club  
Suggested reading

Algorithmic Puzzles by Anany & Maria Levitin (Age 16+)The Great Mathematical Problems by Ian Stewart (Age 17+)How to Think Like a Mathematician by Kevin Houston (Age 17+) 
Year 12
MEI Further Mathematics (B)
Specification H645

Scheme of Learning
Autumn Term 
Scheme of Learning
Spring Term 
Scheme of Learning
Summer Term 
Learning Intentions:
All pupils will develop: a sound understanding of all concepts; fluency in procedural skill; competency to apply mathematical skills in a range of contexts and confidence in mathematical problem solving. Pupils should also have the ability to recall and apply knowledge from previous theory, see the links between the different areas of mathematics and apply their skills across all areas. 

Core Pure (50%) + Statistics Major (33.3%), Modelling with Algorithms Minor (16%)
A01 Use and apply standard techniques (50% in all papers) A02 Reason, interpret and communicate mathematics (30% in Core Pure, 15% in Mechanics, 20% in Statistics and Modelling) A03 Solve problems within mathematics and in other contexts (20% in Core Pure, 30% in Statistics and Modelling) 
Pure
1.Roots of Polynomial 2.Matrices 3.Complex Numbers Modelling with Algorithms 1. Algorithms 2. Networks 3. Critical Path Analysis 4. Linear Programming 
Pure
3. Complex Numbers 4. Series and Induction 5. Matrices and Inverses Modelling with Algorithms 4. Linear Programming 5. Simplex 6. Use of Technology Statistics a 1. Discrete random variables 2. Probability Distributions 3. Bivariate Data 
Pure
5. Matrices and Inverses 6. Vectors Statistics a 3. Bivariate Data 4. Chi squared Recap and Revision for End of Year 12 Exams
Start year 13 SOL Pure 1.Vectors 2.Matrices 3.Integration Standard Results 
Assessment Pieces
Pure Test 1 – Parts 1 and 2 Algorithms Test 1 – Parts 1 + 2 
Assessment Pieces
Pure Test 2 – Parts 3 and 4 Algorithms Test 2 – full paper 
Assessment Pieces
End of Year 12 Exams – Pure and Statistics 

Outside the taught curriculum 
Dr Frost Maths website, MEI Integral resources – individual login, Maths Support, UKMT Maths Challenge and Puzzles club  
Suggested reading

Gödel, Escher, Bach: An Eternal Golden Braid by Douglas Hofstadter (Age 16+)Towards Higher Mathematics: A Companion by Richard Earl (Age 16+)The Art of the Infinite by Robert and Ellen Kaplan (Age 16+) 
Year 13
MEI Further Mathematics (B)
Specification H645

Scheme of Learning
Autumn Term 
Scheme of Learning
Spring Term 
Scheme of Learning
Summer Term 
Learning Intentions:
All pupils will develop: a sound understanding of all concepts; fluency in procedural skill; competency to apply mathematical skills in a range of contexts and confidence in mathematical problem solving. Pupils should also have the ability to recall and apply knowledge from previous theory, see the links between the different areas of mathematics and apply their skills across all areas. 

Core Pure (50%) + Statistics Major (33.33%), Modelling with Algorithms Minor (16.67%)
A01 Use and apply standard techniques (50% in all papers) A02 Reason, interpret and communicate mathematics (30% in Core Pure, 15% in Mechanics, 20% in Statistics and Modelling) A03 Solve problems within mathematics and in other contexts (20% in Core Pure, 30% in Statistics and Modelling 
Pure
Recap of parts 1 – 4 done end y12 5. Polar 6. Complex 7. Maclaurin Series 8. Further Calculus 9. Applications of Integration
Statistics b 1. Continuous Random Variables 2. Expectation Algebra and the Normal Distribution 3. Confidence Intervals 
Recap and Revision for Mocks
Pure 9. Applications of Integration 10. Hyperbolic Functions 11. Differential Equations
Statistics b 4. Hypothesis Testing 5. Simulation

Pure
12. Vectors Recap and Revision for Exams

Assessment Pieces
Mock 1 Pure and Stats A 
Assessment Pieces
Mock 2 – Pure and Modelling Mock 3 – Pure and Stats B 
Assessment Pieces
External Examinations 

Outside the taught curriculum 
Dr Frost Maths website, MEI Integral resources – individual login, Maths Support, UKMT Maths Challenge and Puzzles club  
Suggested reading

Algorithmic Puzzles by Anany & Maria Levitin (Age 16+)The Great Mathematical Problems by Ian Stewart (Age 17+)How to Think Like a Mathematician by Kevin Houston (Age 17+) 
Staff
The Mathematics Department consists of the following staff:
The department has eleven full time Teachers of Mathematics, one of whom holds responsibility as a Deputy Head. All work together extremely well as a team and are very supportive to the Head of Department. Under the direction of the Head of Department members share responsibility for the progress of students throughout Key Stage 3, Key Stage 4 and the Sixth Form. The second in department is responsible for coordinating and overseeing KS3.
Additional Information
KS3
In Year 7 and 8 pupils are taught in six equal ability groups of 32 students. The Mathematics Department has written its own comprehensive scheme of work in line with National Guidelines but with a considerable amount of extension material. In addition, students complete a number of projects and enrichment activities to help them improve their problemsolving skills in Mathematics. All the pupils follow the same scheme of work and are tested on a regular basis throughout the year via a range of formative end of topic tests and summative end of unit tests.
In Year 9 students are taught in seven equal ability groups of 27/28 and continue to follow the national curriculum but are also extended by starting the OCR Specification J560 GCSE course. The scheme of work is based on the content of the Essential Maths Higher GCSE textbook but is supplemented with other material where necessary. Students continue to complete a number of projects and enrichment activities and to be tested via a range of formative summative tests. The results from the summative tests and the end of year examination are used in the setting process for Year 10.
All KS3 students have access to an online textbook and homework book which can be used for additional practice. They also have a unique login to the Dr Frost online resource where they can access videos and practice questions for each topic in line with our scheme of learning via their year group courses.
https://library.elmwoodeducation.co.uk/accounts/login/?next=/dashboard/
https://www.drfrostmaths.com/index.php
KS4
In Year 10 and Year 11 students are taught in ability sets with each set covering the same scheme of work. The lower sets have a smaller number of pupils so they are able to receive more individual help where necessary.
As with KS3, students complete a number of projects and enrichment activities and continue to be tested via a range of formative summative tests.
All students take the same tests throughout the year and the same end of year examination. These papers will be of the style of the GCSE papers and will contain actual GCSE questions. The results from year 10 are used to adjust the setting for Year 11. It is departmental policy not to make unnecessary changes to the teaching groups at this time as continuity with the same member of staff is considered to be important, however changes in sets will be made if it is deemed to be beneficial to the student.
Students in set 1 and 2 will be extended beyond the GCSE specification using material from the OCR Additional Mathematics Qualification (FSMQ) to help to bridge the gap with A level.
All KS4 students have access to an online textbook and homework book which can be used for additional practice. They also have a unique login to the Dr Frost online resource where they can access videos, practice questions and online tests for each topic in line with our scheme of learning via their year group courses.
https://library.elmwoodeducation.co.uk/accounts/login/?next=/dashboard/
https://www.drfrostmaths.com/index.php
Results at GCSE are consistently excellent.
Sixth Form
Mathematics is an extremely popular option in the Sixth Form. Usually there are a hundred or more girls who study A Level Mathematics and a further 15 who also study Further Mathematics. We follow the MEI Structured Mathematics Specification H645 for Further Mathematics and AQA Mathematics Specification 7357 for Mathematics A Level. There are five teaching groups who study the single A Level. Those students who choose to study Further Mathematics form a separate teaching group.
In KS5, students complete an initial enrichment project and continue to be tested via summative assessments at the end of each unit of work, each of which contribute to their UCAS predictions.
Students are encouraged to follow a structured study schedule to help them utilise their study periods.
All KS5 students have access to an online textbook which can be used for additional practice. They also have a unique login to the Integral online resource where they can access a wide range of videos, additional notes and examples, crucial points, additional exercises and online tests for each topic in the course.
https://my.integralmaths.org/login/index.php
Results at both single A Level and Further Mathematics A Level are consistently excellent.
Rooming/Resources.
The Department has seven teaching rooms in the main building. All rooms have a computer, ceiling mounted projector and eBeam software so the whiteboard can be used interactively. In addition, the computer network throughout the school allows pupils access to a wide variety of mathematics software. All girls in the Sixth Form who study mathematics are advised to purchase their own graphical calculator for individual use. We use an extensive range of mathematics software on a daily basis for class demonstrations and individual use by students.
How can parents help?
In Mathematics, you can best help by being interested and encouraging your daughter to talk about the work in which she is currently engaged.
Whenever possible, you should encourage your child to:
For Further Support:
Dr Frost online resource has a wide range of videos, practice questions and online tests for each topic in line with our scheme of learning via their year group courses.
https://www.drfrostmaths.com/index.php
Individual login details can be found in the front of their orange books
Where next
The department has enjoyed a great deal of success at GCSE and A Level. Results have been excellent and consistent over many years at all levels and the large number of girls choosing to study mathematics in the Sixth Form has been maintained due to the high success rate at GCSE. Many of the girls have gone on to study Mathematics or Mathematics related courses at university, including Oxford and Cambridge. Mathematics can open the door to some very exciting degree courses and careers….